Great Eccleston Pre-School

Inspection of Great Eccleston Pre- School Scout Association, Hall Lane, Great Eccleston, PRESTON PR3 0XN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

The manager and staff are dedicated and have high expectations of themselves and what children can achieve. They have worked hard since the last inspection to make positive changes to the provision. For example, rigorous systems are now in place so that any gaps in children's progress are promptly identified and supported. Strong partnership working with parents and other professionals provides children with consistent support and helps them to make good progress.

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The provision is good

Staff provide children with exciting opportunities that they may not experience at home. They visit the beaches and lifeboat centre and take part in local events such as the Great Eccleston Agricultural Show. This helps children to feel a part of their community. Staff encourage children to match the different artefacts to the pictures in the book. These experiences capture children's interest and curiosity as they learn about the world around them.

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The provision is good

Staff create a welcoming, inclusive and nurturing environment in which children show they feel happy, safe and self-assured. Staff are very good role models and help children to understand expectations of behaviour. Children are respectful to each other and get to know routines. For example, they play cooperatively together and are eager to wash their own dishes and tidy away the toys.

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need to do better?

n The manager is committed to providing high-quality care and education. She welcomes the views of children, parents and staff and uses this feedback to help evaluate the service provided. For example, the manager has changed the opening times to accommodate the needs of parents. n The manager has not implemented a highly focused programme of staff training and support to help their knowledge and skills improve consistently to the highest level. n Staff encourage children to talk about past events and build on what they already know. Children are eager to share their experiences from home, such as going to a bonfire to see the fireworks. They develop good memory and recall skills. However, staff do not use every opportunity to ensure that children's communication and language skills are promoted consistently to the best possible level. n Parents are kept well informed of the progress children make and say, 'my

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need to do better?

children have had the best start' at the pre-school. They state that they 'feel very lucky to have found this great place'. n Children arrive with enthusiasm and are eager to participate in activities. They invite others to join in their play and make up their own games. For example, children ask their friends to choose items to buy from their role-play shop.

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need to do better?

11 November 2019 n Staff provide children with a variety of age-appropriate experiences to support their mathematical development. For example, they encourage children to find matching gloves. Children use simple subtraction as they count and work out how many steps they need to move in the game n Staff help children to learn about other people and communities that are different from their own. For example, children dress up and make puran poli after listening to a story about Diwali. n Children learn to make healthy choices and talk about the porridge and healthy cereal they had for breakfast. They enjoy plenty of physical play, such as moving to music and manipulating the dough in their hands. Children form recognisable shapes as they practise their early writing skills using chalks on the board. Children develop the key skills they need for school and future learning. n Children are invited to bring favourite items from home for their 'key children

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need to do better?

boxes'. They provide prompt cards with ideas for parents to continue children's learning at home. For example, they ask children to make up a story about their special objects. This helps promote children's confidence and self-esteem. n Staff change the environment daily to meet the needs and interests of each individual child attending. They provide a variety of high-quality resources that stimulate children's curiosity and imagination. For instance, children use cutters to make different patterns, sprinkle flour on the small-world toy and stamp it into the dough.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff receive regular safeguarding training and have a robust understanding of their responsibilities to keep children safe and secure. They are confident in how to promptly identify and deal with any concerns about a child's safety or welfare. Staff have a robust knowledge of wider safeguarding issues, including the 'Prevent' duty guidance. They help children to learn how to keep themselves safe. For example, children know to wash the vegetables so that they are safe to eat. They chop carrots and potatoes with care and safely negotiate around others as they ride the bicycles.

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should:

n build on the programme of staff training and support so that their knowledge and skills are constantly improving to the highest level n provide more opportunities to enhance children's communication and language skills even further.

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Setting details

Unique reference number EY447434 Local authority Lancashire Inspection number 10105379 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 30 Number of children on roll 8 Name of registered person Great Eccleston Pre-School LLP

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reference number

Telephone number 07549456344 Date of previous inspection 24 April 2019

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Information about this early years setting

Great Eccleston Pre-School registered in 2012. The pre-school employs three members of childcare staff. All hold appropriate early years qualifications to at least level 2, including one with early years professional status and one with a qualification at level 3. The pre-school opens from Monday to Thursday, during term time only. Sessions are from 8.15am until 3.45pm on Mondays and Thursdays and 8.45am until 3.15pm on Tuesdays and Wednesdays. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n She spoke with staff and children during the inspection. n A tour of the setting and joint observation were completed with the manager to understand how the early years provision and the curriculum are organised. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n Discussions took place with a number of parents during the inspection and the inspector took account of their views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

11 November 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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